盲校中学生学校适应研究

The Research on School Adaptation of The School For The Blind Students

作者: 专业:特殊教育学 导师:袁茵 年度:2010 学位:硕士  院校: 辽宁师范大学

Keywords

Blind school, middle-school student, school adaptation

        心理适应水平是衡量个体心理健康状况的重要指标,对于中学生来说,学校是其学习、生活及成长的重要场所之一。学校适应便成为了反映学生心理健康水平和教育生活质量的重要标准。盲校中学生作为特殊的群体,对其学校适应的研究是十分重要而有意义的。本文在T—CRS2.1中文等值版的基础上自编了《学生学校适应评定量表》,对60名盲校中学生和60名普通学校中学生进行了学校适应涉及的学业适应、行为适应、情绪适应、人际关系、学校文化适应等五个方面状况的调查。探讨了盲校中学生学校适应的总体特点,从性别、年级、普校与盲校等几个方面进行了对比分析。进而探讨了盲校中学生学校适应的发展规律,并按其不同特点进行了归类。为盲校中学生更好的适应学校的教育生活,个性、心理健康的发展提供了依据。同时也为教师、学校更好的实施教育干预提出了可行性建议。研究结果表明:在学校适应的总体水平上,盲校中学生学校适应的平均分低于标准平均分,盲校中学生学校适应的总体水平明显低于普校中学生。盲校中学生的学校适应与普通学校中学生的学校适应有差异。在情绪适应、学校文化适应方面达到了极其显著水平。在盲校中学生与普校中学生学校适应特点的比较上,盲校中学生的学业适应在总分上要低于普通学校中学生,并呈显著差异。在学业适应的学业态度上没有显著差异。而学习技能方面盲校中学生与普通学校中学生差异显著。盲校中学生的行为适应在总分上要低于普通学校中学生,并呈显著差异。盲校中学生的情绪适应在总分上要低于普通学校中学生,并呈极其显著差异。盲校中学生的人际适应在总分上要低于普通学校中学生,并呈显著差异。盲校中学生的学校文化适应在总分上要低于普通学校中学生,并呈极其显著差异。在学校文化适应的两个方面中学校管理上没有显著差异。物质环境方面盲校中学生与普通学校中学生有极其显著差异。在盲校中学生学校适应性别因素分析上,盲校中学生的学校适应在总体上并无差异,说明性别因素对学校适应不存在影响。在盲校中学生学校适应年级因素分析上,盲校中学生的学校适应在年级上没有差异。但从平均分上看,随着年级的增加,学生的学校适应水平在提高。根据本研究结论提出教育建议:重视盲校中学生学校适应的状况,努力提高盲校中学生学校适应的水平;结合盲校中学生学校适应的特点,采取相应的教育措施;正确认识盲校中学生学校适应中的性别差异,有针对性的进行教育;关注盲校中学生学校适应中的年级差异,把握关键时期;尝试根据盲校中学生学校适应的特点对其进行分类,探索合适的教育教学方法。
    The mental adaptation level is weighs the individual psychologically healthy of condition an important target, but regarding the middle-school student, the school is one of its study, the life and growth important places. The school adapts then becomes reflects the student psychologically healthy level the important standard. The blind school middle-school student is a special objects, so school adapts research of them is very important and meaningful.In this article, T-CRS2.1 Chinese equivalent, based on self-compiled version of the "student school Readjustment Rating Scale", and 60 blind high school students and 60 middle school students in ordinary schools were involved in the school to adapt to meet the academic, behavioral adaptation, emotional adjustment, interpersonal relationships, school culture to adapt to the situation in five areas investigated. Discussed the School for the Blind school students to adapt to the general characteristics, gender, grade, school and the School for the Blind & Poor’s several aspects of the comparative analysis. Then discussed the development of blind students to adapt to the law school, according to their different characteristics are classified. For the blind students to better adapt to the school’s educational life, personality, and provide the basis for the development of mental health. But also for teachers, schools, and better implementation of the education intervention made feasible suggestions. The results show that:The overall level of adaptation in the school, the School for the Blind school students meet the standards of the average score below the average score, School for the Blind school students to adapt to the overall level was significantly lower than students in ordinary schools. School for the Blind students of the schools to adapt to secondary school students in ordinary schools and schools to adapt to differ. Emotional adaptation, school culture to adapt to achieve an extremely significant.Secondary school students in the School for the Blind and the students in ordinary schools to adapt to the characteristics of comparison, blind studies to adapt to secondary school students is lower than the total score on the high school students in ordinary schools, and showed significant difference. Academic studies of adaptation there was no significant difference in attitudes. School for the Blind behavior of middle school students meet the total score is lower than in the high school students in ordinary schools, and showed significant difference. School for the Blind students to adapt to the total score on the mood must be less than students in ordinary schools, and were extremely significant. School for the Blind to adapt to secondary school students in the total score on the interpersonal lower than students in ordinary schools, and showed significant difference. In the two aspects of interpersonal relations in the companions were not significantly different. School for the Blind school culture to adapt to secondary school students is lower than the total score on the high school students in ordinary schools, and were extremely significant.School for the Blind students in the schools to adapt to the gender factor analysis, the blind students of the schools to adapt to, in general, there is no difference, indicating the gender factors on the schools to adapt to the impact does not exist. But the emotional aspects of adaptation and the school culture to adapt to differences between male and female high school students reached a significant level.School for the Blind students in grade schools to adapt to factor analysis, the blind students of the schools to adapt to no difference in the grade. However, average point of view, as the grade increases, students meet the standards of schools is increasing. School for the Blind seventh and eighth-grade students in the emotional adaptation to achieve significant difference. While the eighth grade and ninth grade, there was no difference in this regard. Cultural adaptation in the school, the seventh and ninth grades showed significant differences, while in seventh grade and eighth grade comparisons showed no significant difference.The results suggest that: blind students attach importance to the status of school adjustment, school adjustment efforts to enhance the level of Blind Students; combination of the characteristics of the Blind students adapt to school and take the appropriate educational measures; correct understanding of school for the blind students to adapt to gender differences in schools, targeted education; concern for the Blind school students meet the grade difference, grasp the critical period; try to adapt to the school under the School for the Blind students to classify their characteristics, to explore appropriate methods of education and teaching.
        

盲校中学生学校适应研究

摘要4-5
ABSTRACT5-6
第一部分 问题的提出9-18
    一、研究背景9
    二、研究的意义9-10
        (一) 理论意义10
        (二) 实践意义10
    三、以往研究10-17
        (一) 关于适应概念的研究10-12
        (二) 关于学校适应概念的研究12
        (三) 关于学校适应内容与类型的研究12-14
            1. 关于内容学校适应内容的研究12-14
            2. 关于学校适应类型的研究14
        (四) 关于学生学校适应行为发展特点及其影响因素的研究14-15
            1. 与学生自身相关的因素14
            2. 学校因素14-15
            3. 家庭因素15
            4. 社会因素15
        (五) 关于学校适应测量工具的研究15-16
        (六) 以往研究的不足16-17
            1. 研究数量少,对象多集中在正常儿童16
            2. 整体而系统的研究不足16
            3. 影响因素的研究有待系统和深入地探讨16
            4. 研究的对象意识应当转变16-17
    四、核心概念的界定17-18
        (一) 视觉障碍17
        (二) 学校适应17
        (三) 盲人学校17-18
第二部分 研究方法18-21
    一、研究对象18
    二、研究方法18
    三、研究工具18-19
        (一) 自编《学生学校适应评定量表》18-19
        (二) 访谈表19
    四、研究过程19-21
        (一) 研究准备阶段19
        (二) 问卷调查阶段19
        (三) 统计分析阶段19-20
        (四) 访谈阶段20
        (五) 撰写论文阶段20-21
第三部分 研究结果与分析21-30
    一、问卷的信度与效度分析21
        (一) 学生学校适应评定量表信度检验21
        (二) 学生学校适应评定量表效度检验21
    二、盲校中学生学校适应总体水平分析21-23
    三、盲校中学生与普校中学生学校适应特点的比较分析23-26
        (一) 盲校中学生与普校中学生学业适应的比较23-24
        (二) 盲校中学生与普校中学生行为适应的比较24
        (三) 盲校中学生与普校中学生情绪适应的比较24-25
        (四) 盲校中学生与普校中学生人际适应的比较25-26
        (五) 盲校中学生与普校中学生学校文化适应的比较26
    四、盲校中学生学校适应性别因素分析26-27
    五、盲校中学生学校适应年级因素分析27-30
第四部分 结论与建议30-34
    一、结论30
        (一) 盲校中学生学校适应总体水平低于普校中学生30
        (二) 盲校中学生与普校中学生学校适应特点差异显著30
        (三) 盲校中学生学校适应性别因素上无差异30
        (四) 盲校中学生学校适应年级差异并不显著30
    二、教育建议30-34
        (一) 重视盲校中学生学校适应的状况,努力提高盲校中学生学校适应的水平.30-31
        (二) 结合盲校中学生学校适应的特点,采取相应的教育措施31-32
        (三) 正确认识盲校中学生学校适应中的性别差异,有针对性的进行教育32
        (四) 关注盲校中学生学校适应中的年级差异,把握关键时期32
        (五) 尝试根据盲校中学生学校适应的特点对其进行分类,探索合适的教育教学方法32-34
注释34-35
参考文献35-38
附录A38-40
附录B40-41
攻读硕士学位期间发表学术论文情况41-42
致谢42
        下载全文需10


本文地址:

上一篇:学校教育中不当惩罚问题探究
下一篇:不同条件下同音词效应的眼动研究

分享到: 分享盲校中学生学校适应研究到腾讯微博           收藏
评论排行
公告